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In this research, it was aimed to analyze the questions that primary teachers ask in mathematics lessons according to the Revised Bloom’s Taxonomy. In this research which was designed with case study, the study group which consists of 8 teachers, 2 of whom teach 1st grade, 2 of whom teach 2nd grade, 2 of whom teach 3rd grade and 2 of whom teach 4th grade were determined according to the typical case sampling method. Within the scope of the research, the questions that 8 primary teachers ask throughout the mathematics lessons of the academic year of 2017-2018 were recorded by the using unstructured observation form and voice records. In the research, a total of 130 mathematics lesson of 8 primary teachers was monitored and 732 questions were taken into evaluation. As a result of the research, it was determined that the questions primary teachers ask in mathematics lessons are generally on the levels of remember, understand and apply. According to the findings which were obtained within the scope of the research, it was concluded that primary teachers did not include questions that develop the high-level thinking skills of students in mathematics lessons and mainly asked questions which bring memorizing and operational information to the forefront. In accordance with the results of the research, suggestions were presented on improving the professional competencies of primary teachers on the abilities of asking questions in mathematics lessons within the context of understanding the student knowledge and teaching strategies.


Mathematics lesson, Asking question skill, Teacher knowledge, Revised Bloom’s taxonomy, professional competence.


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